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WKU DPT Program

The Medical Center – WKU Health Sciences Complex; Bowling Green, KY 42101 270-745-4071 wku.edu /physicaltherapy/

DPT Program Student Manual

2015

Western Kentucky University is accredited by Southern Association of Colleges & Schools, Commission on Colleges (SACSCOC) to award associate, baccalaureate, master, specialist, and doctoral degrees. For questions regarding accreditation the

Commission on Colleges can be contacted at 1866 Southern Lane, Decatur, GA 30033-4097 or phone (404) 679-4500.

Candidate for Accreditation is a pre-accreditation status of affiliation with the

Commission on Accreditation in Physical Therapy Education (CAPTE) that indicates that the program may matriculate students in technical/professional courses and that the program is progressing toward accreditation. Candidate for Accreditation is not an

accreditation status nor does it assure eventual accreditation. Effective April 24, 2013, Western Kentucky University has been granted Candidate for Accreditation status by

CAPTE.

WKU reserves the right to change, without notice, any statement in this publication concerning, but not limited to, rules, policies, tuition, fees, faculty, curricula, and courses.

This document is not a contract or an offer of a contract.

mailto:wku@wku.eduhttp://sacscoc.org/

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Table of Contents Preface ........................................................................................................................................................................... 1 Accreditation ................................................................................................................................................................. 1 Welcome and Introduction to the DPT Program at Western Kentucky University ....................................................... 2 Description of the Profession of Physical Therapy ........................................................................................................ 3 Western Kentucky University Mission Statements ....................................................................................................... 4

Institution Mission Statement .................................................................................................................................... 4 College Mission Statement ........................................................................................................................................ 4 DPT Program Mission Statement .............................................................................................................................. 4

Overview of the Doctor of Physical Therapy (DPT) Program ...................................................................................... 5 Program Goals ........................................................................................................................................................... 5 Program Outcomes .................................................................................................................................................... 5 DPT Program Educational Philosophy ...................................................................................................................... 7 DPT Program Curriculum Overview ......................................................................................................................... 9 DPT Degree Curriculum: Plan of Study .................................................................................................................. 11 DPT Program Course Descriptions .......................................................................................................................... 12 Clinical Education ................................................................................................................................................... 17

The Role of Clinical Education in the DPT Program .......................................................................................... 17 Documents for Clinical Education ....................................................................................................................... 17

Research .................................................................................................................................................................. 18 Core Performance Standards for DPT Students ....................................................................................................... 19 Technical Standards for Admission, Promotion, and Graduation ............................................................................ 19 Professionalism ........................................................................................................................................................ 21 Professional Behaviors ............................................................................................................................................ 22 Reasonable Accommodations for the Physical Therapy Program ........................................................................... 24

Progression through the DPT Program: Student Policies and Procedures ................................................................... 26 Policies Relating to Admission to the Program ....................................................................................................... 26

Prospective Student Information ......................................................................................................................... 26 Admissions .......................................................................................................................................................... 26 Transfer of Credits ............................................................................................................................................... 26

Policies for Students Admitted to the DPT Program ............................................................................................... 27 Advisement of Students ....................................................................................................................................... 27 Academic Misconduct ......................................................................................................................................... 27 Academic Standing in the DPT Program ............................................................................................................. 28 Academic Review ................................................................................................................................................ 29 Academic Review Committee ............................................................................................................................. 29 Probation .............................................................................................................................................................. 29

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Remediation ......................................................................................................................................................... 30 Program Dismissal Procedure .............................................................................................................................. 30 Reapplication Policy ............................................................................................................................................ 31 Dissemination of Information .............................................................................................................................. 31 Drugs and Alcohol ............................................................................................................................................... 32 Health Risks and Injuries ..................................................................................................................................... 32 Honor System ...................................................................................................................................................... 32 Informed Consent ................................................................................................................................................ 33 Retention of Students ........................................................................................................................................... 33 Student Resume ................................................................................................................................................... 33 Graduation Requirements .................................................................................................................................... 33 National Licensing Examination ......................................................................................................................... 34

Policies for DPT Courses and Classes ......................................................................................................................... 34 Auditing Classes .................................................................................................................................................. 34

Class Attendance ..................................................................................................................................................... 34 Religious Holiday Notification ................................................................................................................................ 35 Course Policies ........................................................................................................................................................ 36 Grading Policies ...................................................................................................................................................... 37 Clinical Competencies ............................................................................................................................................. 37

Lab Check-offs .................................................................................................................................................... 37 Practical Exams ................................................................................................................................................... 38 Failure to Achieve Competency in Lab Practical Exams .................................................................................... 39

Dress Code ............................................................................................................................................................... 39 Classroom Breaks .................................................................................................................................................... 40 Cell Phone Use ........................................................................................................................................................ 40 Classroom and Laboratory Housekeeping ............................................................................................................... 40 Student Responsibilities........................................................................................................................................... 40

Faculty – Staff Information ......................................................................................................................................... 41 Faculty ..................................................................................................................................................................... 41 Office Hours ............................................................................................................................................................ 41 Support Staff ............................................................................................................................................................ 41

Additional Guidelines for Success in the DPT Program .............................................................................................. 41 Complying with Academic Rules and Regulations ................................................................................................. 41 Employment ............................................................................................................................................................ 42 Consensual Relationships ........................................................................................................................................ 42 Copyright and Fair Use Laws .................................................................................................................................. 42 Responsible Use of Social Media ............................................................................................................................ 43 Confidentiality ......................................................................................................................................................... 44 Criminal Background Check and Recreational Drug Screen ................................................................................... 44

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Graduate Assistantships ........................................................................................................................................... 44 Rights, Privileges, and Safety of Individuals ........................................................................................................... 44 Grievance – Procedural Steps (Page 27, Graduate Catalog) .................................................................................... 45 Filing a Complaint about the DPT Program to CAPTE ........................................................................................... 46

WKU Ancillary Services Available to DPT Students ................................................................................................. 47 Academic Technology ............................................................................................................................................. 47 Financial Aid ........................................................................................................................................................... 47 Health Services ........................................................................................................................................................ 47 Laboratories ............................................................................................................................................................. 47 Libraries ................................................................................................................................................................... 47 Lockers .................................................................................................................................................................... 47 Parking ..................................................................................................................................................................... 47 Public Safety (Security) ........................................................................................................................................... 48 Student Accessibility Resource Center (SARC) ...................................................................................................... 48 Student Support Services ......................................................................................................................................... 48 Technical Support Services ..................................................................................................................................... 48 WKU Writing Center ............................................................................................................................................... 48

Emergency Procedures ................................................................................................................................................ 49 Emergency Code Policy .......................................................................................................................................... 49 Evacuation of Research Subjects or Patients ........................................................................................................... 49 Evacuation Plan for MCHC 3rd Floor ...................................................................................................................... 51 MCHC Response Plan ............................................................................................................................................. 52 Forms & Documents ................................................................................................................................................ 53 DPT Student Responsibility for Manual Information .............................................................................................. 53 Acknowledgement of Receipt .................................................................................................................................. 53 DPT Program Academic Dishonesty Policy ............................................................................................................ 54 DPT Program Disclosure ......................................................................................................................................... 56 DPT Program Assumption of Risk / Release of Liability Form .............................................................................. 58 Student Demonstration Informed Consent............................................................................................................... 60 Informed Consent of Parents for Clinical Demonstration........................................................................................ 61 Videotape/Photograph Consent Form ...................................................................................................................... 62 Photo Consent Form ................................................................................................................................................ 63

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Preface Students in the Doctor of Physical Therapy (DPT) Program are students at Western Kentucky University (WKU). Therefore, DPT students are expected to comply with the regulations and academic standards specified in the most current edition of the WKU Student Handbook. Additionally, this DPT Program Student Manual provides information regarding policies, procedures, and requirements specific to the WKU DPT Program. Students enrolled in the DPT Program are expected to be familiar with the information in this Manual, the Clinical Education Manual, and acknowledge such by signing the form "ACKNOWLEDGMENT OF RECEIPT" found in the back of the Manual after having reviewed it. WKU reserves the right to change any provision or requirement, including fees, contained in this informational document at any time with or without notice. Please read this DPT Program Student Manual carefully. Questions related to the content of this Manual should be directed to the Program Director. Program Contact Information: Phone Number: (270) 745-4071 Program Director Information Harvey Wallmann, PT, DSc, SCS, ATC, CSCS Phone: (270) 745-4070 Email: harvey.wallmann@wku.edu Fax: (270) 745-3497 May 2015 Accreditation Graduation from a physical therapist education program accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, VA 22314; phone; 703-706-3245; accreditation@apta.org is necessary for eligibility to sit for the licensure examination, which is required in all states. Effective April 24, 2013, Western Kentucky University has been granted Candidate for Accreditation status by the Commission on Accreditation in Physical Therapy Education (1111 North Fairfax Street, Alexandria, VA, 22314; phone: 703-706-3245; email: accreditation@apta.org). Candidate for Accreditation is a pre-accreditation status of affiliation with the Commission on Accreditation in Physical Therapy Education that indicates that the program may matriculate students in technical/professional courses and that the program is progressing toward accreditation. Candidate for Accreditation is not an accreditation status nor does it assure eventual accreditation. To contact the APTA Commission on Accreditation in Physical Therapy Education call 703-706-3242 or 703-683-6748 (TDD) or e-mail accreditation@apta.org. You may also contact sandrawise@apta.org or ellenprice@apta.org.

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Welcome and Introduction to the DPT Program at Western Kentucky University Welcome to the WKU DPT Program! After an exhaustive review of your past achievements and a personal interview, you have been selected as one of our students. This reflects our confidence in your potential to become a competent and ethical physical therapist general practitioner who will be able to deliver quality patient care in a variety of clinical settings.

During the first year, your education will include a combination of classroom and laboratory activities designed to give you a strong background in basic sciences, such as human anatomy, neuroanatomy, pathophysiology, and general neurological and orthopaedic principles. You will also learn about the principles of assessment and be introduced to many of the therapeutic techniques commonly used in rehabilitation scenarios.

The second year of study will combine traditional didactic instruction with a case study approach. Some of your classroom time will be spent working in small, problem-solving groups. Each group will spend greater time discussing cases typically seen by physical therapists in clinical settings such as orthopaedics, neurology, pediatrics, geriatrics, etc. You will learn how to evaluate a case using appropriate examination tools and to develop specific interventions. This strategy is one method of helping you to integrate the knowledge you have gained and apply it to actual clinical situations.

Another method of integration will be through clinical affiliations of various lengths (6 to 13 weeks). These will begin during the fall semester of the second year of the DPT curriculum. You will be given the opportunity to work in and experience the varied scope of practice available to physical therapists. In keeping with our University and Program missions, you will also have at least 1 clinical rotation in a rural setting.

Your education is a process that builds on previously learned information. Each segment is critical for guiding you into a profession that is rapidly changing and wide in scope. The first step in this process is to become thoroughly familiar with our Program. The purpose of this Manual is to introduce you to our mission and to inform you of what is expected of you as a student. There is also general information that will answer most of your questions. Become familiar with the Manual and keep it for your reference.

We are here to help you achieve the goal of becoming an effective, caring practitioner. We hope that you will feel free to come to us at any time with problems and suggestions. And now, we invite you to accept the challenge! Yours in good health,

Harvey Wallmann, PT, DSc, SCS, ATC, CSCS Director and Professor Western Kentucky University Doctor of Physical Therapy Program

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Description of the Profession of Physical Therapy “Physical therapists provide services to patients/clients who have impairments, functional limitations, disabilities, or changes in physical function and health status resulting from injury, disease, or other causes; interact and practice in collaboration with a variety of professionals; address risk; provide prevention and promote health, wellness and fitness; consult, educate, engage in critical inquiry and administrate; and direct and supervise the physical therapy service, including support personnel.”1

“Physical therapists assume leadership roles in rehabilitation: in prevention health maintenance, and programs that promote health wellness and fitness; and in professional and community organizations….The practice of physical therapy necessitates that the individual physical therapist engages in specific and complex cognitive, psychomotor and affective behaviors when providing services to patients/clients, families, or caregivers. Using their body of knowledge, physical therapists integrate five elements of care in a manner designed to maximize the patient’s outcome: examination, evaluation, diagnosis, prognosis and intervention.”2 Physical therapists practice in a broad range of inpatient, outpatient and community based settings and treat age groups ranging from newborns to geriatric patients. 1. Guide to Physical Therapist Practice, 2nd ed. Alexandria VA: American Physical Therapy Association; 2003. 2. A Normative model of Physical Therapist Education, version 2004. Alexandria VA; American Physical Therapy Association; 2004.

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Western Kentucky University Mission Statements

Institution Mission Statement Western Kentucky University prepares students to be productive, engaged, and socially responsible citizen-leaders of a global society. It provides research, service, and lifelong learning opportunities for its constituents. WKU is responsible for stewarding a high quality of life for those within its reach.

College Mission Statement The mission of the College of Health and Human Services (CHHS) is to provide diverse educational opportunities leading to excellence in Health and Human Services for a global community. Core values of the CHHS are: Collaboration, Lifelong Learning, Scholarship, Integrity, Service, Diversity, Excellence, Accountability, Professionalism, Engagement, and Globalization

DPT Program Mission Statement The mission of the WKU DPT Program is to serve the health care and preventative needs of the Commonwealth of Kentucky, including rural and under-served areas, by developing culturally competent, caring, and autonomous physical therapists who will engage in critical thinking, evidence-based practice, research, professional behavior, life-long learning, and community/professional service.

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Overview of the Doctor of Physical Therapy (DPT) Program

Program Goals The goals of the DPT Program are as follows: 1. To prepare physical therapists who are generalists and who demonstrate competence,

integrity, ethics, professional behaviors, and empathetic attitudes in their practices. 2. To help students develop the habits of self-education that will foster lifetime growth and are

necessary to function in interdisciplinary healthcare settings. 3. To facilitate the development of graduates who possess an appreciation of the role of

clinical research in contemporary, autonomous physical therapy practice. 4. To prepare graduates who demonstrate active engagement and leadership – particularly in

rural and underserved areas -- in interdisciplinary healthcare settings during and after the program in physical therapy.

5. To research, design, and implement curriculum and instructional strategies that encourage maximum engagement and preparation of students for clinical practice and professional responsibility.

6. To advance the profession and practice of physical therapy through research, scholarly activities, and community service in collaboration with other professionals.

7. To serve as a regional site for the administration of continuing education, conferences, and workshops as a means of providing a support system for rural and underserved practitioners and patients.

Program Outcomes Expected Student Outcomes: 1. Program graduates will demonstrate competence in physical therapy knowledge and clinical

skills. 2. Program graduates will demonstrate integrity, ethics, professional behaviors, and

empathetic attitudes in their practices. 3. Program graduates will demonstrate habits of self-education related to physical therapy

practice. 4. Program graduates will disseminate the results of scholarly activity in local, regional,

national, and/or international venues. 5. Program graduates will demonstrate active engagement and leadership in professional and

community arenas. Expected Faculty Outcomes: 6. Program faculty will demonstrate evidence of best practices in the areas of curriculum

design, implementation, and/or evaluation. 7. Program faculty will disseminate the results of research activities in local, regional, national,

and/or international venues.

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8. Program faculty will demonstrate active engagement and leadership in professional and community arenas.

9. Program faculty will facilitate the provision of continuing education, conferences, and workshops for healthcare professionals.

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DPT Program Educational Philosophy The educational philosophy of the WKU DPT Program is founded in the mission, objectives, and core values as set forth by the CHHS and is fundamentally related to the broader educational objectives of WKU. WKU has the mission of providing learning experiences for living as well as for learning, resulting in comprehensive academic programs designed to give students the personalized attention they need to lead fulfilling lives and have successful careers. The purposes of general education courses in undergraduate curricula are to assist students by providing a breadth of educational experiences within baccalaureate degrees. Through the completion of such general education requirements, students are expected to develop, synthesize, and internalize personal values; increase awareness and develop a more global perspective of the human condition and adapt to the total human environment; strengthen basic skills in communication and computation; and integrate general and career specific learning. These attributes are hallmarks of a University education and widely accepted as educational experiences which often prompt lifelong learning.

The faculty of the WKU DPT Program believes learning is a lifelong process that requires active participation of both the teacher and the student within an open and supportive learning environment. A wide range of teaching methodologies is utilized within the DPT curriculum, meeting the needs and objectives of this educational program and building upon the baccalaureate learning experiences noted above. The general education courses selected as prerequisites of this Program provide DPT students with a foundational knowledge base in the areas of communication, behavioral sciences, human biology, statistics, and physical sciences. It is essential that physical therapists be open-minded, reflective individuals who possess broad interests, understand human nature, and have the capacity to critically analyze ideas. Physical therapy is a licensed profession dedicated to the promotion of wellness, optimal human health and function, and prevention of disability for any individual in any setting. The faculty of the DPT Program believes that individuals are entitled to high quality health care and that consumers should have a decision-making role in the utilization of health care services. Due to constantly changing environments within the health care system, the physical therapist must be flexible and holistic in the approach to the delivery of health care. As a result, the faculty of the DPT Program believe that the curriculum should be designed to provide the student with opportunities to develop problem-solving skills, clinical and research competence, professional values and behaviors, managerial skills, and effective communication skills in an effort to understand and function within dynamic health care environments and to develop strategies used to be able to seek new interventions. In addition, we believe it is necessary to promote an understanding and acceptance of the diversity of individuals of various cultures, races, and religions encountered in health care environments and society at large.

The two major components of the professional education curriculum are academic and clinical experiences. The faculty of the DPT Program believes the two components should be planned and implemented to be interdependent and to reinforce one another. The academic setting is designed to provide the information and theoretical basis that is then integrated and expanded in the clinical setting. However, clinical competence will be verified in the classroom as well as in the clinical setting, as clinical components are integrated into the curriculum to allow students to utilize their knowledge and develop skills in anticipated of rotation experiences completed within a supervised clinical education setting.

The faculty of the DPT Program believes that a competency-based curriculum is the most effective for assessing both a student’s performance level and his or her readiness to work as a physical therapist in clinical environments. To verify clinical competency, students will be required to successfully complete – in addition to traditional written examinations – a series of “check-offs” and “practical examinations” throughout the curriculum. Competency-based

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performance evaluation ensures that 1) learning experiences and assessments are organized around the major clinical behaviors that must be exhibited by the students at entry into the profession; and 2) spiraling learning experiences throughout the curriculum enhance the acquisition, utilization, and retention of concepts and skills necessary for competent entry-level practice. The initial focus of the physical therapy curriculum is on normal human function in conjunction with theory-based information and the introduction of problem-solving skills and critical thinking necessary for competent practice as a licensed physical therapist. As the curriculum advances, case study learning is introduced and expanded; this encourages students to problem-solve and analyze patient cases that are increasingly more complex in terms of pathology and psychosocial issues, as is commonly the case in contemporary healthcare scenarios. Repetition of key information, reinforcement of theory and hands-on practice, and the incorporation of a variety of teaching styles and methods of learning as a way of developing critical thinking and inquiry, are areas emphasized to promote full retention of material and attain proficiency in entry-level competencies. Development of coping strategies, appropriate oral and written communication skills, and understanding the roles of members of the health care team are also areas integrated and regularly reinforced throughout the educational experience.

The faculty of the DPT Program believes it is our responsibility to 1) establish assessment tools relevant to didactic and clinical education performance within the scope of practice for a physical therapist, 2) evaluate student performance consistently and fairly, and 3) provide feedback and guidance to the students regarding their performance. In turn, an equal or greater responsibility is placed on the students for their own learning through self-study, reflection, research, and presentation. The students are also responsible for making choices and accepting the consequences of those choices.

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DPT Program Curriculum Overview The organization of the curricular content has been designed around several clearly identified horizontal themes that are expressed throughout the curriculum, resulting in a solid integration of courses. Particular attention has been given to the vertical integration of the curriculum as well, enhancing the student’s assimilation of learning. Horizontal integration refers to the increasing complexity of subject matter throughout the DPT Program, whereas vertical integration is defined as the thematic curricular organization within a given semester.

The commitment of this Program is to provide students with an intellectual environment enabling them to develop the skills necessary to become competent, autonomous practitioners. Integral to this environment are fundamental objectives that form the basis of the curriculum. These fundamental objectives are greatly influenced by manuscripts such as the Guide to Physical Therapy Practice and the Normative Model of Physical Therapy Education, which provide all physical therapy educators with something of a conceptual blue print for professional education in physical therapy.

First, professional education in physical therapy should include a strong emphasis on the foundational (i.e., anatomy, physiology, kinesiology, biomechanics, exercise physiology, exercise, neurosciences, pharmacology, and pathology), behavioral (i.e., communication, ethics, management and finance, teaching and learning, and evidence-based practice), and clinical sciences (i.e., orthopaedic, neuromuscular, cardiopulmonary, etc.). This content is taught by the faculty of the DPT Program.

Second, physical therapy is a clinical science. Thus, students must learn a systematic approach to physical therapy diagnoses, examination, establishing goals, developing interventions, assessing outcomes, and modifying treatments for patient progression. Since it cannot be assumed that these skills will be learned simply through immersion in clinical affiliations, they need to be developed prior to exposure to the clinical environment and thus are explicitly integrated into the academic curriculum. Moreover, to obtain clinical efficacy, students must be skilled in clinical reasoning based on critical analysis of the literature to guide them in their treatment approaches. The specific objectives and desired outcomes of the educational process are assessed throughout the curriculum via assessment of student clinical competencies, evaluated through methods such as written tests, practical examinations, and check-offs, all of which are integral to the learning experience. Expected levels of competency are defined by the faculty, assessed by the faculty, and self-assessed by the students at each stage of the curriculum. Curricular objectives are classified for purposes of testing as relating to (1) knowledge base (written exams), (2) clinical skills (practical exams and check offs), (3) clinical reasoning and analysis (written exams, practical exams, check offs, and assignments), and (4) professional behavior (group interaction, written and oral communications, participation in class activities, and patient handling skills). After graduation, a Post Education Assessment tool is used to identify the effectiveness of the learning experience and serves as feedback to address any deficiencies inherent to the DPT Program.

Third, the teaching of the science of physical therapy is organized around the “common language” set forth in the International Classification of Functioning, Disability, and Health. Also commonly known as the ICF Model – approved and advocated by the World Health Organization (WHO) – it is a widely used classification system for the health components which impact function and disability, and is structured on the following broad components: body functions and structures, activities and participation, and severity and environmental factors. A major advantage of the ICF Model for both clients and health professionals is the integration of the medical and social aspects of health condition, rather than focusing on diagnosis as diagnosis reveals little about one’s functional abilities.

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Fourth, integrating clinical scenarios into didactic instruction is a fundamental cornerstone of the DPT curriculum and includes learning experiences throughout the curriculum to enhance acquisition, utilization, and retention of concepts and skills necessary for entry-level practice. This is achieved, in part, via the use of case-study-based educational methodology. Implemented more so in the second year, students will work in small groups, whereby they are given clinical problems carefully designed to assist them in meeting unit objectives. Clinical reasoning and critical analysis in physical therapy are high-level cognitive skills that are best learned within a self-directed, learner-centered framework. Case-study-based learning provides this framework by enabling students to integrate basic and clinical science, clinical reasoning, and critical analysis for a particular clinical problem. This pedagogical approach of requiring DPT students to incrementally handle more clinically challenging cases reaches its culmination within the clinical education rotations integrated throughout the academic curriculum.

Fifth, as part of our mission, the unique needs of underserved and rural populations are addressed. Emphasis in this curriculum is placed on serving the rural and underserved areas of the Commonwealth of Kentucky. Students learn the eclectic nature of rural physical therapy via placement in at least one rural health clinical affiliation. The importance of networking with other disciplines, functional rehabilitation, time management, travel considerations, dealing with life threatening emergencies, and involvement of family members in intervention planning are all goals identified in this experience.

Sixth, it is important to realize the necessity of research to validate practices within the profession of physical therapy. Research concepts need to be integrated in order for students to develop critical thinking skills, thus providing them with the ability to research and organize information relevant to the practice of physical therapy. Students are taught to critically evaluate published research at a number of points within the curriculum. For example, students are introduced to such processes within the research course sequence, and these professional skills are reinforced through the curriculum via the integration of relevant research findings into the courses which address the clinical practice patterns identified within practice of physical therapy. Students are then given the opportunity to complete a research project by developing a research question with a faculty member, performing a literature review, and conducting the research study. Another option would be to aid a faculty member through participation in new or on-going projects. Furthermore, as a final culminating experience, the students must prepare and orally defend their research project. A primary aim of this emphasis is to provide students with the critical thinking skills necessary to integrate research findings on an ongoing basis into contemporary physical therapy practice.

Seventh, professional behavior is expected from all students. Specific behaviors have been delineated and are emphasized during interaction with other students, faculty, clinicians, and patients. Inconsistencies in students' behaviors with respect to the professional behaviors as outlined will be brought to the students' attention in an effort to make them cognizant of potential problems that may be encountered in a professional environment.

Eighth, the clinical practice of physical therapy should reflect the art as well as the science of our profession. This includes respect for differences related to age, gender, culture, ethnicity, race, and religion. This is achieved in part by tailoring our communication and treatment design for each patient and his/her family.

As a whole, these learning experiences serve as the cornerstone that produces competent, autonomous practitioners. Students enter this curriculum with a strong foundational background in basic sciences and humanities that are the hallmarks of a baccalaureate degree earned in a University environment. They are then challenged in intentional and iterative ways over a three year period to handle increasingly more complex clinical scenarios. These educational experiences provide graduates of this DPT program with the life-long learning skills necessary to function as autonomous physical therapy practitioners within healthcare environments of the 21st century.

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DPT Degree Curriculum: Plan of Study

Summer 1 Summer 2 Fall Spring 1st Year Credit Credit Credit Credits

DPT 700 Orientation to Physical Therapy

1 DPT 712 Principles of Physical Assessment II

2 DPT 713 Principles of Physical Assessment III

2 DPT 715 Patient Care Techniques

3

DPT 711 Principles of Physical Assessment I

1 DPT 722 Gross Human Anatomy II

2 DPT 724 Pathophysiology 4 DPT 737 Neurophysiology 3

DPT 720 Gross Human Anatomy I

2 DPT 723 Gross Human Anatomy II Lab

1 DPT 726 Orthopaedic Foundations

3 DPT 738 Motor Control 2

DPT 721 Gross Human Anatomy I Lab

1 DPT 728 Clinical Exercise Physiology

2 DPT 742 Diagnostic Testing and Imaging

2

DPT 736 Neuroanatomy 3 DPT 746 Orthopaedic Assessment

4

DPT 781 Research in Physical Therapy I

3 DPT 760 Professional Issues

2

DPT 782 Research in Physical Therapy II

3

Credits 5 Credits 5 Credits 17 Credits 19

2nd Year

DPT 714 Fundamentals of Therapeutic Exercise

2 DPT 702 Cultural and Rural Issues

1 DPT 705 Topics in Physical Therapy

1 DPT 729 Pharmacology in Physical Therapy

3

DPT 783 Research in Physical Therapy III

3 DPT 740 Physical Modalities

3 DPT 770 Orthopaedic Rehabilitation

4 DPT 745 Wound Care 2

DPT 772 Cardiopulmonary Rehabilitation

2 DPT 771 Neurological Rehabilitation

4 DPT 762 Physical Therapy Management and Admin.

3

DPT 751 Supervised Clin. Ed. I (Last 6 weeks)

4 DPT 774 Spine Assessment and Intervention

3

DPT 779 PT across the Lifespan

3

DPT 784 Research in Physical Therapy IV

1

Credits 5 Credits 6 Credits 13 Credits 15

3rd Year

DPT 752 Supervised Clin. Ed. II (7 week session)

5 DPT 727 Health Promotion and Wellness

2 DPT 753 Supervised Clin. Ed. III (First 10 weeks)

7 DPT 754 Supervised Clin. Ed. IV (13 weeks)

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DPT 747 Women’s Health in PT

2 DPT 775 Differential Diagnosis

4 DPT 790 PT Seminar 1

DPT 748 Prosthetics and Orthotics

2 DPT 785 Research in Physical Therapy V

1

Credits 5 Credits 6 Credits 12 Credits 10 Total Credits: 118

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DPT Program Course Descriptions

DPT 700 Orientation to Physical Therapy (1 Credit) Provide the student with an orientation to the physical therapy profession including specific clinical education policies and procedures and clinical placement. Prerequisites: Open only to DPT students in good standing. DPT 702 Cultural and Rural Issues (1 Credit) The unique needs of rural populations are addressed, as are the implications of individual and cultural differences in physical therapy. Prerequisites: Open only to DPT students in good standing. DPT 705 Topics in Physical Therapy (1 Credit) Forum to disseminate information to students on contemporary professional issues in physical therapy. Prerequisites: Open only to DPT students in good standing. DPT 711 Principles of Physical Assessment I (1 Credit) Introduction to basic patient assessment skills, including surface palpation and vital signs. Prerequisites: Open only to DPT students in good standing. DPT 712 Principles of Physical Assessment II (2 Credits) Additional patient assessment skills, including manual muscle testing, reflex testing, sensory testing, and abdominal quadrant screening. Prerequisites: Open only to DPT students in good standing. DPT 713 Principles of Physical Assessment III (2 Credits) Additional patient assessment skills, including goniometry, posture, anthropometric measures, with an introduction to patient history and documentation in SOAP note format. Prerequisites: Open only to DPT students in good standing. DPT 714 Fundamentals of Therapeutic Exercise (2 Credits) A theoretical and practical approach to Therapeutic Exercise and Functional Training as it applies to all populations. Prerequisites: Open only to DPT students in good standing. DPT 715 Patient Care Techniques (3 Credits) Performance and application of positioning skills, bed mobility, transfers, and gait training techniques (including assistive devices) across the continuum of care. Prerequisites: Open only to DPT students in good standing. DPT 720 Gross Human Anatomy I (2 Credits) The study of gross human anatomy, including muscle, tendon, ligament, and vascular supply of the upper and lower extremities. Open only to DPT students in good standing. Co-requisites: DPT 721. DPT 721 Gross Human Anatomy I Lab (1 Credit) Gross human anatomy cadaver lab with supervised dissection and exploration of muscle, tendon, ligament, and nerve innervation of the upper and lower extremities. Prerequisites: Open only to DPT students in good standing. Co-requisites: DPT 720.

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DPT 722 Gross Human Anatomy II (2 Credits) The study of gross human anatomy, including muscle, tendon, ligament, innervation and vascular supply of the head, neck, trunk, pelvic, thoracic, and abdominal regions. Prerequisites: Open only to DPT students in good standing. Co-requisites: DPT 723. DPT 723 Gross Human Anatomy II Lab (1 Credit) Gross human anatomy cadaver lab with dissection of muscle, tendon, ligament, innervation, and vascular supply of head, neck, trunk, pelvic, thoracic, and abdominal regions. Prereqisites: Open only to DPT students in good standing. Co-requisites: DPT 722 DPT 724 Pathophysiology (4 Credits) Fundamentals of physiology and pathology related to diseases causing abnormal movement patterns or capabilities. Processes and diseases most frequently encountered in physical therapy practice emphasized. Prerequisites: Open only to DPT students in good standing. DPT 726 Orthopaedic Foundations (3 Credits) Principles of orthopaedic physical therapy including biomechanics, applied anatomy, and osteokinematic and arthrokinematic concepts. Musculoskeletal system investigation from histological, structural, and functional perspectives. Prerequisite: Open only to DPT students in good standing. DPT 727 Health Promotion and Wellness (2 Credits) This course will create a forum to prepare students for clinical competencies regarding health promotion/wellness as it relates to physical therapy. Prerequisites: Open only to DPT students in good standing. DPT 728 Clinical Exercise Physiology (2 Credits) Overview of the physiologic responses of the human body to exercise and training in normal and patient populations. Prerequisites: Open only to DPT students in good standing. DPT 729 Pharmacology in Physical Therapy (3 Credits) Actions and effects of pharmaceutical agents commonly encountered in physical therapy clinical practice. Prerequisites: Open only to DPT students in good standing. DPT 736 Neuroanatomy (3 Credits) Anatomy of the central and peripheral nervous systems, emphasizing structure and functional relationships in normal and pathological states. Prerequisites: Open only to DPT students in good standing. DPT 737 Neurophysiology (3 Credits) The study of human motor and sensory neurophysiology, cognitive and learning neurophysiology, neuropathophysiology, and neuroplasticity. Prerequisites: Open only to DPT students in good standing. DPT 738 Motor Control (2 Credits) This course will prepare students to understand and apply motor control principles as it relates to physical therapy. Prerequisites: Open only to DPT students in good standing.

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DPT 740 Physical Modalities (3 Credits) The clinical application of soft tissue techniques, thermal agents, intermittent compression, continuous motion, electrical stimulation, and mechanical traction. Prerequisites: Open only to DPT students in good standing. DPT 742 Diagnostic Testing and Imaging (2 Credits) Presentation of diagnostic tests and interpretation of results as it applies to physical therapy evaluation, intervention, planning and treatment. Prerequisites: Open only to DPT students in good standing. DPT 745 Wound Care (2 Credits) Clinical practice of wound care including assessment tools, dressings, and treatment approaches. Prerequisites: Open only to DPT students in good standing. DPT 746 Orthopaedic Assessment (4 Credits) Evaluation and assessment of upper and lower extremity orthopaedic dysfunctions. Prerequisites: DPT 726; open only to DPT students in good standing. DPT 747 Women’s Health in Physical Therapy (2 Credits) Discussion of physical therapy management of musculoskeletal, integumentary, cardiopulmonary, and genitourinary pathologies common to women. Prerequisites: Open only to DPT students in good standing. DPT 748 Prosthetics and Orthotics (2 Credits) Design, fabrication and fitting, and management of individuals requiring prosthetic and orthotic devices. Prerequisites: Open only to DPT students in good standing. DPT 751 Supervised Clinical Education I (6 weeks) (4 Credits) This full-time first clinical education experience provides students the opportunity to actively engage in experiential learning and develop introductory clinical competence. Students are responsible for transportation to and from off-campus experiences. Prerequisites: Open only to DPT students in good standing. DPT 752 Supervised Clinical Education II (7 weeks) (5 Credits) This full-time second clinical education experience provides students additional opportunities for experiential learning and further development of clinical competence. Students are responsible for transportation to and from off-campus experiences. Prerequisites: Open only to DPT students in good standing. DPT 753 Supervised Clinical Education III (10 weeks) (7 Credits) The third full-time clinical education experience provides students opportunities for refinement of their professional behaviors and examination skills, and development of intervention techniques. Students are responsible for transportation to and from off-campus experiences. Prerequisites: Open only to DPT students in good standing. DPT 754 Supervised Clinical Education IV (13 weeks) (9 Credits) The fourth full-time clinical education experience provides students the opportunity to further develop skills and display clinical competence as an autonomous physical therapist. Students are responsible for transportation to and from off-campus experiences. Prerequisites: Open only to DPT students in good standing.

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DPT 760 Professional Issues (2 Credits) Principles of electrophysics and neurophysiology as they pertain to the use of therapeutic electrical stimulation. Application techniques of various electrical stimulation devices are also presented. Prerequisites: Open only to DPT students in good standing. DPT 762 Physical Therapy Management and Administration (3 Credits) Evaluation and assessment of upper and lower extremity orthopaedic problems. Functional anatomy, biomechanics, and evaluative manual therapy skills used to functionally diagnose orthopaedic pathologies and disorders. Prerequisites: Open only to DPT students in good standing. DPT 770 Orthopaedic Rehabilitation (4 Credits) Manual therapy, exercise techniques, intervention, and progressions for individuals with orthopaedic pathologies and dysfunctions. Prerequisites: Open only to DPT students in good standing. DPT 771 Neurological Rehabilitation (4 Credits) Emphasis on hands-on skill development, clinical reasoning, and critical analysis for treating individuals with neurologically-based movement disorders. Prerequisites: Open only to DPT students in good standing. DPT 772 Cardiopulmonary Rehabilitation (2 Credits) Evaluation and treatment of patients with cardiopulmonary disease and dysfunction, emphasizing the response of cardiac, circulatory and pulmonary systems to exercise. Prerequisites: Open only to DPT students in good standing. DPT 774 Spine Assessment and Intervention (3 Credits) Spine assessment and treatment, including mobilizations, special tests, and exercise progressions, in patients with spine dysfunction. Prerequisites: Open only to DPT students in good standing. DPT 775 Differential Diagnosis (4 Credits) A systems-based approach to differential screening and diagnosis to determine if further medical referral is necessary. Prerequisites: Open only to DPT students in good standing. DPT 779 Physical Therapy across the Lifespan (3 Credits) Examination of the factors affecting normal and pathologic development, from pediatric to geriatric. Additionally, treatment techniques appropriate to these populations will be covered. Prerequisites: Open only to DPT students in good standing. DPT 781 Research in Physical Therapy I (3 Credits) An introduction to clinical research in physical therapy, dealing with research design and methodology, as well as the development of a research project topic. Prerequisites: Open only to DPT students in good standing. DPT 782 Research in Physical Therapy II (3 Credits) Further development of the research topic, critical review of clinically relevant research literature, IRB submission, and the initiation of data collection. Prerequisites: Open only to DPT students in good standing.

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DPT 783 Research in Physical Therapy III (3 Credits) Use of SPSS for physical therapy related data analysis, including descriptive statistics, statistical inference, analysis of differences, and analysis of relationships. Prerequisites: Open only to DPT students in good standing. DPT 784 Research in Physical Therapy IV (1 Credit) Continuation of the Research track in Physical Therapy. Emphasis placed on data collection and application of applied research statistics. Prerequisites: Open only to DPT students in good standing. DPT 785 Research in Physical Therapy V (1 Credit) Continuation of the Research track in Physical Therapy, with emphasis on research project completion and preliminary presentation to research advisor. Prerequisites: Open only to DPT students in good standing. DPT 790 PT Seminar (1 Credit) Completion of research project with dissemination of results in manuscript form and formal presentation to faculty and area clinicians. Prerequisites: Open only to DPT students in good standing.

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Clinical Education

The Role of Clinical Education in the DPT Program Students enrolled in the DPT Program will be required to participate in clinical education experiences in addition to the didactic coursework course work within the curriculum. As such, students will also participate in full-time clinical education rotations. Students will receive a Clinical Education Manual that details the policies and procedures, academic requirements, and rules and regulations of the clinical education process. The Clinical Education Manual will be reviewed by the student and the Director of Clinical Education (DCE) prior to participation in the first clinical education experience. Changes in the curriculum may occur as a natural result of the curriculum review process that occurs each semester. The Program has a curriculum committee that is responsible for curriculum review, periodic assessment, and recommendation of change based on the assessment process.

Documents for Clinical Education During the second summer of the Program, students will be required to provide proof of current CPR certification and personal health insurance coverage to the Program. Additionally, students will be required to upload proof of Immunization records, Tb skin test results, and other health related documents (as required by individual affiliation agreements) to a third party tracking and verification online company. This will provide students with an easy way to monitor, track, update, and forward required information to their future clinical affiliations. Bear in mind that if these documents are not provided, submitted, and accepted, the student may not be allowed to participate in the required clinical education component of the Program. For more specific details regarding immunizations and other health related tests, certifications, or requirements, refer to the Clinical Education Manual.

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Research One of the most important components of a graduate education is the final scholarly project, which must be completed to meet the requirements of the graduate degree. Students in the DPT Program are encouraged to collaborate with faculty and conduct research. Research is an integral component of the professional Program and an example of a lifelong learning endeavor. The future of professional practice depends on a growing percentage of clinical practitioners regularly engaging in the research process, as the outcomes within physical therapy practice must continually be verified to gauge success, maintain competence, and advance the field. Each student must satisfy a scholarly project requirement. This requirement can be met in one of three ways: students may undergo a research project, complete a professional paper (i.e., literature review), or complete a case study report. The project should demonstrate the student's ability to select a specific problem or topic, to assemble pertinent and necessary data, to do original research, to organize ideas and data acceptably, and to prepare a written report in clear and effective English. Before embarking on any of these options, students must have their project, paper, or case report topic approved by their advisor. The final project will be presented during the students’ final semester within the curriculum as part of DPT 790.

The process followed in developing the final product demonstrates the student¹s research, scholarship, creative ability, and/or written communication skills in the chosen discipline. Final projects must meet acceptable standards of the given profession. The faculty expects students to give careful attention to the style and format of the final scholarly projects. The final project is intended to benefit the student, the academic discipline or profession, and society.

Students in the Program are encouraged to publish and disseminate their original contributions to research. The publication policy found in the DPT Program Policies and Procedures Manual (Policy DPT-P11) outlines an agreement between faculty and students regarding authorship of research products. Unless authorship has been previously discussed with the faculty member and an alternative plan has been mutually agreed upon, the student has 1 year in which to complete the process for dissemination of scholarly products. After that time, the contributing faculty member is free to pursue distribution of said scholarly material if the student has produced no scholarship. The faculty member will notify the former student in writing of his or her intent to move forward with publishing the project and the former student will be included as a contributing investigator in the research product.

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Core Performance Standards for DPT Students Success in the DPT Program at WKU is most likely to be achieved when students come prepared to participate fully in the educational process. This preparation includes and assumes that students enter the Program with a minimum level of ability in specific areas, termed “Technical Standards,” and will continue to develop these and additional skills and attitudes, called the Professional Behaviors. The combination of technical standards and professional behaviors is referred to as the Core Performance Standards. The Professional Behaviors, in particular, will be assessed periodically throughout the Program. Inability to meet any of the Core Performance Standards may result in the need for remediation, probation, suspension or dismissal from the Program. The Core Performance Standards are discussed in further detail below.

Technical Standards for Admission, Promotion, and Graduation Physical therapy is an intellectually, physically, and psychologically demanding profession. Throughout the DPT Program, students acquire the foundation of knowledge, attitudes, skills and behaviors needed throughout a physical therapist’s career. These abilities needed for physical therapists to practice safely and competently are reflected in the Technical Standards that follow. For successful completion of degree requirements, students must be able to meet these minimum technical standards with or without reasonable accommodation.

Observation Skills Observation requires the functional use of vision, hearing, and somatic sensations. Students must have visual perception which includes depth and acuity. Students must be able to observe lectures, laboratory dissection of cadavers, and lecture and laboratory demonstrations. The student must be able to observe a patient accurately, as well as observe digital and waveform readings and other graphic images to determine a patient’s condition. Candidates must be able to observe patients and be able to obtain an appropriate medical history directly from the patient or guardian. Examples in which such observational skills are required include: palpation of peripheral pulses, bony prominences, and ligamentous structures; visual and tactile evaluation for areas of inflammation; and visual and tactile assessment of the presence and degree of edema. Students must be able to observe a patient accurately at a distance and close at hand noting nonverbal as well as verbal signals.

Communication Skills Communication includes: speech, language, reading, writing, and computer literacy. Students must be able to communicate effectively, sensitively, and convey a sense of compassion and empathy with patients to elicit information regarding mood and activities, as well as perceive non-verbal communications. Physical Therapy education presents exceptional challenges in the volume and breadth of required reading and the necessity to share complex information in ways that others can understand. Students must be able to communicate quickly, effectively, and efficiently in oral and written English with all members of the health care team. Students must be able to complete forms according to directions and in a timely manner.

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Motor/Psychomotor Skills Students must possess sufficient motor function to elicit information from the patient examination, such as by palpation, auscultation, tapping, and other evaluation maneuvers. Students must be able to execute movements required to provide general and therapeutic care, such as positioning large or immobile patients, carrying out gait training using therapeutic aids and orthotics, positioning, performing manual mobilization techniques, performing non-surgical wound debridement, and placing electrotherapy electrodes. Students must have the physical strength to perform cardiopulmonary resuscitation and other treatments to patients in the event of life-threatening emergencies. These skills require coordination of both gross and fine muscular movement, equilibrium, and the integrated use of touch and vision.

Intellectual – Conceptual Integrative and Quantitative Analysis Abilities To effectively solve problems in a clinical environment, students must be able to measure, calculate, reason, analyze, integrate, and synthesize information in a timely fashion. For example, students must be able to synthesize knowledge and integrate the relevant aspects of a patient’s history, physical examination, and laboratory data, provide a reasoned explanation for likely therapy, recalling and retaining information in an efficient and timely manner. The ability to incorporate new information from peers, teachers, and the medical literature in formulating treatment plans is essential. In addition, students must be able to comprehend three dimensional relationships and to understand spatial relationships of structures within the human body. Students must have the ability to use computers for searching, recording, storing, and retrieving information.

Behavioral/Social Attributes and Professionalism Students must possess the psychological ability required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities inherent to diagnosis and care of patients, and for the development of mature, sensitive, and effective relationships with patients. Students must be able to tolerate physically and mentally taxing workloads and function effectively under stress. They must be able to adapt to a changing environment, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. As a component of their education, students must demonstrate ethical behavior. Specifically, students must be able to: 1. Attend and participate in classes for 30 or more hours per week during each academic

semester. Classes consist of a combination of lecture, discussion, laboratory, and clinical activities.

2. Use auditory, tactile, and visual senses to receive classroom instruction and to evaluate and treat patients.

3. Read, write, speak, and understand English at a level consistent with successful course completion and development of positive patient-therapist relationships.

4. Complete readings, assignments, and other activities outside of class hours. 5. Apply critical thinking processes to their work in the classroom and the clinic, exercise sound

judgment in class and in the clinic, and follow safety procedures established for each class and clinic.

6. Display interpersonal skills as needed for productive classroom discussion, respectful interaction with classmates and faculty, and development of appropriate therapist-patient relationships.

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7. Participate in Clinical Rotations which typically require students to be present 40 or more hours per week on a schedule that corresponds to the operating hours of the clinical environment.

8. Gather pieces of information during patient assessment activities in class or in the clinical setting without the use of an intermediary (classmate, aide, etc.).

9. Perform treatment activities in class or in the clinical setting by direct performance or by instruction and supervision of intermediaries.

10. Maintain personal appearance and hygiene conducive to classroom and clinical settings. 11. Annually pass a cardiopulmonary resuscitation course at the health professional level. 12. Demonstrate appropriate health status prior to enrollment, with annual updates on some

items: rubella (German measles) and rubeola (measles) immunity, tetanus-diphtheria booster within 10 years of anticipated graduation, and hepatitis B vaccine series or written declination, and no active tuberculosis.

13. Annually complete OSHA-regulated Bloodborne Pathogen Exposure Training. 14. Sit for two to 10 hours daily, stand for one to two hours daily, and walk or travel for two

hours daily. 15. Frequently lift weights less than 10 pounds and occasionally lift weights between 10 and 100

pounds. 16. Occasionally carry up to 25 pounds while walking up to 50 feet. 17. Frequently exert 75 pounds of push/pull forces to objects up to 50 feet and occasionally

exert 150 pounds of push/pull forces for this distance. 18. Frequently twist, bend and stoop. 19. Occasionally squat, crawl, climb stools, reach above shoulder level, and kneel. 20. Frequently move from place to place and position to position at a speed that permits safe

handling of classmates and patients. 21. Frequently stand and walk while providing support to a classmate simulating a disability or

while supporting a patient with a disability. 22. Occasionally climb stairs and rarely negotiate uneven terrain. 23. Frequently use their hands repetitively with a simple grasp and frequently use a firm grasp

and manual dexterity skills. 24. Frequently coordinate verbal and manual activities with gross motor activities. 25. Follow standards and policies specified in the Student Manual, the Educational Affiliation

Agreement (contract between university and clinical sites), and the Clinical Education Manual.

Professionalism

Students are expected to act responsibly and professionally when at the University and when away from the University on clinical education rotations. Students are expected to observe state and national laws. Violations of ethical and legal practices, guidelines, and rules may result in dismissal from the Program and/or the University. A student may be placed on probation or dismissed from the Program if it is determined that the student has demonstrated:

1. Conduct violating the ethical and professional standards of the profession. 2. Conduct violating the honor code, which strictly prohibits cheating, sabotaging or

plagiarizing. 3. Conduct unbecoming to a graduate professional student such as lack of respect for civil

rights of all persons, and lack of professionalism towards administrators, faculty, staff, students, patients, and others individuals who interact with the Program and WKU University.

4. Conduct violating state and/or federal laws.

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See section regarding “Professional Behaviors”

Professional Behaviors The program expects DPT students to develop and demonstrate 10 professional behaviors important to the practice of physical therapy. These are adopted from the work of Warren May, PT, and colleagues. “In addition to a core of cognitive knowledge and psychomotor skills, it has been recognized by educators and practicing professionals that a repertoire of behaviors is required for success in any given profession" (Alverno College Faculty, Assessment at Alverno, 1979). The identified repertoire of behaviors that constitute professional behavior reflect the values of any given profession and, at the same time, cross disciplinary lines (May et. al., 1991). Visualizing cognitive knowledge, psychomotor skills and a repertoire of behaviors as the legs of a three-legged stool serves to emphasize the importance of each. Remove one leg and the stool loses its stability and makes it very difficult to support professional growth, development, and ultimately, professional success (May et. al., Opportunity Favors the Prepared: A Guide to Facilitating the Development of Professional Behavior, 2002). 1. Critical Thinking

The ability to question logically; identify, generate, and evaluate elements of logical argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions; and distinguish relevant from irrelevant information. The ability to appropriately utilize, analyze, and critically evaluate scientific evidence to develop a logical argument, and to identify and determine the impact of bias on the decision making process. • Raises relevant questions • Understands and accepts scientific method • Thinks analytically • Uses information effectively • Formulates alternate hypotheses • Critiques solutions • Feels challenged to understand and solve problems

2. Communication The ability to communicate effectively (i.e. verbal, non-verbal, written, etc.) • Demonstrates basic English skills • Presents verbal or written message with logical organization and sequencing

3. Problem Solving The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes. • Recognizes problems and prioritizes them • States problems clearly • Can identify solutions to the problem or resources needed to develop solutions

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4. Interpersonal Skills The ability to interact effectively with patients, families, colleagues, other health care professionals, and the community in a culturally aware manner. • Maintains professional demeanor in all clinical and classroom interactions • Recognizes impact of verbal and non-verbal communication and modifies all

communication to meet situational needs. • Listens actively and uses appropriate body language • Assumes responsibility for mistakes, apologizes • Demonstrates interest and ability to work with peers in a group process/project

5. Responsibility The ability to be accountable for the outcomes of personal and professional actions and to follow through on commitments that encompass the profession within the scope of work, community and social responsibilities. • Demonstrates dependability • Demonstrates punctuality • Fulfills commitments • Budgets time wisely • Accepts responsibility for actions and outcomes • Provides safe and secure environment for patients

6. Professionalism The ability to exhibit appropriate professional conduct and to represent the profession effectively while promoting the growth/development of the Physical Therapy profession. • Projects professional image • Continuous positive regard for all • Abides by APTA code of Ethics and standards of practice • Follows state licensure regulations • Abides by facility policies and procedures • Abides by university and department policies and procedures • Demonstrates involvement in and commitment to local and national chapters of the

APTA • Contributing creatively to classroom and community projects on a regular basis • Demonstrates leadership qualities • Demonstrates respect for others

7. Use of Constructive Feedback The ability to seek out and identify quality sources of feedback, reflect on and integrate the feedback, and provide meaningful feedback to others. • Actively seeks feedback and help • Demonstrates a positive attitude towards feedback • Critiques own performance • Integrates feedback for positive change in growth

8. Effective Use of Time and Resources The ability to manage time and resources effectively to obtain the maximum possible benefit. • Meets external deadlines • Demonstrates flexibility and adaptability

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• Sets priorities • Sets realistic goals • Utilizing university library resources • Utilizes time wisely outside of class and clinic

9. Stress Management The ability to identify sources of stress and to develop and implement effective coping behaviors; this applies for interactions for: self, patient/clients and their families, members of the health care team and in work/life scenarios.

10. Commitment to Learning The ability to self-direct learning to include the identification of needs and sources of learning; and to continually seek and apply new knowledge, behaviors, and skills." • Reads articles critically and understands limits of application to professional practice • Demonstrates a positive attitude (motivation) towards learning • Monitors own progress • Takes a collaborative approach • Seeks assistance from professors or peers regarding difficult concepts • Demonstrates initiative towards learning • Demonstrates equal participation in progression and completion of group projects References: Adapted from: Warren May, PT, MPH, Laurie Kontney PT, DPT, MS and Z. Annette Iglarsh, PT, PhD, MBA: Professional Behaviors for the 21st Century, 2009-2010

Reasonable Accommodations for the Physical Therapy Program WKU is dedicated to the equality of educational opportunity; it is committed to the creation and maintenance of a campus environment free of barriers that effectively discriminate against those with disabilities. In order to assure complete equality in access, we must also make reasonable classroom accommodations for students with disabilities, in the techniques we use in teaching them, and in the methods we use for evaluating their progress. In the same vein, becoming a physical therapist requires the completion of a professional education program that is both intellectually and physically challenging. The purpose of this information is to articulate the demands of this Program in a way that will allow prospective students to compare their own capabilities against these demands, which are termed Technical Standards.

Applicants are asked about their ability to complete these tasks, with or without reasonable accommodation. If a student cannot demonstrate the skills and abilities outlined in this document, it is the responsibility of the student to request reasonable accommodation. Reasonable accommodation refers to ways in which the university can assist students with disabilities to accomplish these tasks (for example, providing extra time to complete an examination). Reasonable accommodation does not mean that students with disabilities will be exempt from certain tasks; it does mean that we will work with students having disabilities to determine whether there are ways that we can assist the student toward completion of the tasks.

Candidates for admission to the Program possessing a disability and who indicate that they can complete these tasks, with or without reasonable accommodation, are not required to disclose the specifics of their disabilities prior to an admission decision; however, prior to the start of DPT classes, they must indicate that they can complete these tasks, with or without reasonable accommodation. Prospective students who cannot complete these tasks with or

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without accommodation are ineligible for consideration for admission. If admitted, a student with a disability desiring reasonable accommodation must request it in writing through the Student Accessibility Resource Center (SARC). An offer of admission may be withdrawn if it becomes apparent that the student cannot complete the technical standards even with accommodation, or that the accommodations needed are not reasonable and would cause undue hardship to the institution, or that fulfilling the technical standards would create a significant risk of harm to the health or safety of others.

Prospective students who have questions about this information or who have a documented disability that may require assistance will need to contact the SARC for coordination with academic accommodations.

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Progression through the DPT Program: Student Policies and Procedures

Policies Relating to Admission to the Program

Prospective Student Information Admission policies for the WKU DPT Program are available through the WKU DPT Program and online at http://www.wku.edu/physicaltherapy/pre-physical_therapy_prerequisites.php for pre-physical therapy information, http://www.wku.edu/physicaltherapy/dpt_admission_requirments.php for admission requirements, and http://www.wku.edu/physicaltherapy/dpt_application_procedures.php for our application procedures. Specific requirements for admission to the WKU DPT Program have been critically analyzed and modified to meet the needs of the Program.

WKU is dedicated to the equality of educational opportunity, as well as the creation and maintenance of a campus environment free of barriers that effectively discriminate against those with disabilities. Equality in access is achieved through reasonable classroom accommodations, and reasonable adaptation of examination and evaluation procedures. Kentucky residents will receive special consideration for admission to ensure that this Commonwealth supported school provides physical therapists to meet the needs of Kentucky. However, this is not to imply that the requirements for admission are lowered for Kentucky residents.

Admissions Admission to WKU DPT Program is without regard or discrimination on the basis of race, religion, national origin, sex, age, marital status, or status with regard to public assistance or disability. However, students are informed that the process of becoming a physical therapist requires the completion of an education program which is intellectually as well as physically challenging, that the candidate should be able to perform in a reasonably independent manner, and that reasonable accommodation does not mean that students with disabilities are exempt from certain tasks. Admission procedures and requirements to the DPT Program are clearly outlined in the Admissions Policies and Procedures.

Transfer of Credits It is not anticipated that many students would have credits to transfer into the DPT Program, except under unusual circumstances. In the event that this should be the case, students should refer to the University Handbook for institutional policy on the transfer of credits, and consult with the Department Head/Director. All potential Program transfer credits for the DPT Program must be submitted for approval prior to enrollment in the DPT Program. Students must provide transcripts and a course syllabus or catalog with a course description so a determination can be made regarding the specific transfer credit request. All credit transfers will be evaluated by the DPT Admissions Committee and Department Head/Director.

http://www.wku.edu/physicaltherapy/pre-physical_therapy_prerequisites.phphttp://www.wku.edu/physicaltherapy/dpt_admission_requirments.phphttp://www.wku.edu/physicaltherapy/dpt_application_procedures.php

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Policies for Students Admitted to the DPT Program

Advisement of Students Students are expected to formally meet w